A core goal of inclusive education worldwide isto maximize the learning potential of students with specialeducational needs (SEN) in mainstream educational set-tings. However, little research attention has been paid toSEN children’s social and emotional gains from inclusiveeducation compared to their academic performance. Thisstudy included social, emotional, and academic variables ina single research design, not only to test their relationshipsbut also to explore the predictive roles of social andemotional factors in academic performance for SEN stu-dents. Participants were 515 SEN students in grades 1–6 inmainstream primary schools in Hong Kong. The resultsshowed that the social and emotional competences ofchildren with SEN were significant predictors of theiracademic performance (p\.001), with emotional compe-tence having the larger impact. Although SEN students’relationships with peers and teachers were not found to bedirect significant predictors of academic performance asreported in previous studies; they positively a

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EB00000002697K			Available